Štević, Tanja.
(2017).
Literacy building model through school library.
PhD Thesis. Filozofski fakultet u Zagrebu, Department of Croatian Language and Literature.
(Poslijediplomski doktorski studij hrvatske kulture)
[mentor Kovačević, Dinka].
Abstract
Education is one of the most important factors responsible for the development of society, and
its adaptation to changes brought on by today's information-communication era is
indispensable in that context. In order to successfully accomplish this adjustment, it is not
enough to change and update only learning contents, but it is equally important to change
teaching methods and forms of work and impact positively on the requirement for a new
teaching educational phrase "learning to learn". In this respect, the role of school libraries and
school librarians as a source of information, knowledge, and literacy for the 21st century is
inevitable.
The task of the modern school library is to support the educational goals, objectives, and
curriculum of the school. It primarily provides access to sources of knowledge to encourage
students toward different ideas in the process of experiential learning and enable them to
acquire creative experience in the use and creation of information. These are the preconditions
for successful achievements in learning and understanding, encouraging imagination and
enjoyment in reading, and promoting the principle that freedom of opinion and free access to
information are the starting points for successful and responsible participation in a civil
democratic society.
In all these activities, collaboration between school librarians, teachers, and all professional
associates is required, and so is a correlated approach to the planning and programming of
work, because it is only with curricular interacting, comparing of contents, and indicating of
the similarities and differences within specific areas of knowledge that quality and applicable
knowledge can be achieved.
In the first, theoretical part, the descriptive and historical-comparative methods are used, and
in the second, practical part of the research, the scientific methods of comparative analysis
and synthesis, the methods of testing and survey, the inductive-deductive method, the
comparative method, and the statistical method of stratified sampling allow the analyzing of
and commenting on the key indicators of research in order to demonstrate the development
and role of school libraries and school librarians in teaching multiple concepts of literacy. For these reasons, the basic motive is to show the importance of the school library user’s
education through the educational process of the expanded concept of literacy (reading,
information, media, and digital), with a special emphasis on information literacy, aimed at
bringing about the prerequisites for constructing a model of literacy through the school
library. The first, theoretical part of the work is dedicated to educational processes within
schools directed toward teaching about learning and liaising different methods of teaching, as
well as teaching in order to acquire high levels of literacy. In this context, when the role of the
school as such is rethought, it turns out that school librarians and school libraries play a very
important role in teaching users/learners the skills of lifelong learning ("learning to learn" and
"knowledge of knowledge"), actively participating in the process of creating a knowledge
society in which the familiarity with and the application of skills, knowledge and
competencies of the new/digital age are essential.
Today, when information can be easily and quickly accessed and changed, knowledge is
multiplied and shared daily while at the same time becoming quickly obsolete. Therefore,
learning is becoming lifelong, and developing and teaching an expanded concept of literacy is
inseparable from the critical thinking that is constantly achieved through the educational role
of the school library. Accordingly, it is a part of the activities and tasks of school librarians,
among other things, according to the development of reading, information, cultural, and
media skills and habits, to put it simply, to encourage the development of library literacy
which, in turn, implies the media, information, web, cultural, readers, computer, and digital
models of literacy.
Therefore, what this work puts in the forefront of analysis and research is literacy’s survival,
starting from the fact that information literacy is a key competence for the development of all
other literacies, because information literacy supports deep learning rather than mechanical
memorizing of facts and encourages self-lifelong learning, critical thinking, and responsible
consumption of information. Due to the second part of the research work, as previously
mentioned, the focus of the survey is on the perception of information literacy centered on
students/users and teachers, professors, professionals, and directors [ako si mislila na
ravnatelje, onda head teachers] as the beneficiaries of the school library. The survey was
conducted in Brod-Posavina County in three primary and four secondary schools on a sample
of 1,556 respondents. Based on the statistical analysis of the research, the idea is introduced of the concept of
information literacy as the literacy critical for the development of other literacies through the
content (expert) and competence framework and the methodological (didactic) framework of
a new model of building literacy through the school library, which on a practical level can be
guidelines for an improved and more meaningful, concrete, and appropriate model of a library
user’s education in the primary and secondary school library.
Accordingly, a common framework model of teaching literacy leads to constituent planning
of teaching and learning in the school library, and it allows the inclusion of an expanded
concept of literacy skills in the school library’s program curriculum as part of every school’s
curriculum.
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